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Online student evaluations of teaching: what are we sacrificing for the affordances of technology?

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dc.contributor.author Risquez, Angelica
dc.contributor.author Vaughan, Elaine
dc.contributor.author Murphy, Maura
dc.date.accessioned 2015-11-25T16:39:27Z
dc.date.available 2015-11-25T16:39:27Z
dc.date.issued 2015
dc.identifier.citation Risquez, A., Vaughan, E. and Murphy, M. (2014) 'Online student evaluations of teaching: what are we sacrificing for the affordances of technology?', Assessment & Evaluation in Higher Education, 40: 1 ( en_US
dc.identifier.uri http://hdl.handle.net/10344/4750
dc.description peer-reviewed en_US
dc.description.abstract In the context of increased emphasis on quality assurance of teaching, it is crucial that student evaluations of teaching (SET) methods be both reliable and workable in practice. Online SETs particularly tend to raise criticisms with those most reactive to mechanisms of teaching accountability. However, most studies of SET processes have been conducted with convenience, small and cross-sectional samples. Longitudinal studies are rare, as comparison studies on SET methodological approaches are generally pilot studies followed shortly after by implementation. The investigation presented here significantly contributes to the debate by examining the impact of the online administration method of SET on a very large longitudinal sample at the course level rather than attending to the student unit, thus compensating for the inter-dependency of students’ responses according to the instructor variable. It explores the impact of the administration method of SET (paper based in-class vs. out-of-class online collection) on scores, with a longitudinal sample of over 63,000 student responses collected over a total period of 10 years. Having adjusted for the confounding effect of class size, faculty, year of evaluation, years of teaching experience and student performance, it is observed that the actual effect of the administration method exists, but is insignificant. en_US
dc.language.iso eng en_US
dc.publisher Routledge: Taylor and Francis en_US
dc.relation.ispartofseries Assessment & Evaluation in Higher Education;40: 1, 120-134
dc.relation.uri http://dx.doi.org/10.1080/02602938.2014.890695
dc.rights This is an Author's Original Manuscript of an article whose final and definitive form, the Version of Record, has been published in Assessment & Evaluation in Higher Education 2015 copyright Taylor & Francis, available online at: http://dx.doi.org/10.1080/02602938.2014.890695 en_US
dc.subject student evaluation of teaching en_US
dc.subject online survey en_US
dc.subject Ireland en_US
dc.subject response rates en_US
dc.title Online student evaluations of teaching: what are we sacrificing for the affordances of technology? en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.identifier.doi 10.1080/02602938.2014.890695
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 1576214
dc.internal.rssid 1577145


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